A GENERAL STRATEGY FOR SOLVING HIGH-SCHOOL ELECTROCHEMISTRY PROBLEMS

This study was designed to investigate the strategies used by teachers and students for solving problems of varying familiarity in electroch emistry. Ten teachers and thirty-three of their upper secondary school students (Grade 12, ages 16 to 18) were asked individually to think a loud while they were solving three problems. The protocols (transcript s of the oral and written solutions) were analysed to identify their p roblem solving strategies. A two-phase general strategy of problem sol ving that encompasses the various approaches used by both the teachers and the students was identified. This consisted of seven significant processes.